Do you want to help address systemic inequities in STEM?
Do you want to ensure more girls like me have access to high-quality STEM education and mentorship?
Help us raise $75,000 by December 31st so that more girls from underrepresented communities can experience the WOW! of STEM and become the world-changing scientists of tomorrow!
I’m not sure I’d be where I am if I hadn’t had mentors and peers in Science Club who encouraged me to pursue what I wanted and helped me build the confidence to get there.
— Sophie, Junior Mentor
Empowering girls & gender-expansive youth to embrace STEM through meaningful mentorship & free, hands-on experiences
What We Know
An achievement gap exists between well-resourced and economically-stressed children from the moment they begin school.
Research on how children learn shows that learning that happens outside of the traditional classroom helps students see the relevance of academic subjects and leads to deeper interest, which in turn directly impacts achievement.
The achievement gap between Black and Hispanic students and their white and Asian peers was evident in the 2017 Next Generation math MCAS scores.
The number of white students whose scores exceeded the standards was four times higher than Black or Hispanic students, and the number of Black and Hispanic students who did not meet the standard was almost three times as high as white students.
Research shows that girls begin to associate boys with science and math as early as grade two, and middle school is often when stereotypes and harmful associations cause many girls to avoid STEM subjects.
Sources: Economic Policy Institute 2015; National Research Council 2009, 2011; Department of Education 2017 profiles http://profiles.doe.mass.edu/statereport/nextgenmcas.aspx; Cvencek, D., Meltzoff, A.N., and Greenwald, A.G., Child Dev. 2011 May-Jun;82(3):766-79.